Higher Education and Research Bill

Mike Wood Excerpts

2nd reading: House of Commons & Money resolution: House of Commons & Programme motion: House of Commons & Ways and Means resolution: House of Commons
Tuesday 19th July 2016 Commons Chamber

[Justine Greening]

I was talking about the changes to degree-awarding powers. For institutions that may currently feel they cannot go down this route because it is simply too complex and long-winded, we will open up the sector to enable great institutions to step up to become, over time, an institution that awards degrees directly and then for excellent institutions to become, after a further three years, a university. This is important for Britain. If we are to be a country in which our young people have the number of places they want at high-quality institutions, with the range of different degrees that they want and that our economy needs, it is important to have a higher education sector that can respond and that is what the Bill seeks to address.

The Bill enables the OfS to require registered higher education providers to have a student protection plan in place. Students will want to know what to expect from their providers if their course of study cannot be delivered. Although some providers currently have student protection plans, the new requirement means that students of all registered providers will be protected.

This Government believe that no one with the necessary ability should be denied a place at university. That is why, for the first time ever, we are providing direct financial support for those undertaking postgraduate masters study. We also intend to extend direct financial support to postgraduate doctoral study and to introduce part-time maintenance loans comparable to those we give to full-time students.

The Bill will make significant improvements to higher education and research, but let me reassure the House that none of these changes will be delivered by undermining other routes into highly skilled employment. We are committed to creating 3 million apprenticeships by 2020, and the Government recently launched the skills plan, which is our response to Lord Sainsbury’s independent review of technical education, setting out an ambitious overhaul of the post-16 skills system. Taken as a whole, those changes will allow young people to make well-informed decisions about their futures, giving them every opportunity to achieve their potential and, at the same time, improving the quality, relevance and value of learning.

I have talked a lot today about teaching and students, but the UK is also a world leader in research and innovation. Established and emerging economies alike look on in envy not just at the quality and breadth of our research, but at our incredible track record of turning innovative ideas into life-changing, marketable products and services. The Government are protecting science resource funding at its current level of £4.7 billion, which will rise in cash terms every year for the rest of the Parliament. At the same time, we are investing in new scientific infrastructure on a record scale, delivering on the £6.9 billion science capital commitment in our manifesto.

Few people understand the research landscape better than the Nobel prize-winning geneticist Sir Paul Nurse. Aside from being an inspirational example of how social mobility can happen in our country, last year he completed an independent review of our seven research councils, recommending that the seven existing bodies be brought together into a single body. The Bill will make his recommendation of

“a formal organisation…which can support the whole system to collectively become more than the sum of its parts”

a reality.

[Mike Wood (Dudley South) (Con)]

Coventry University, Birmingham City University and the University of Wolverhampton recently launched a partnership to bring together their applied research and training expertise. Will the Secretary of State ensure that the measures in the Bill to implement Paul Nurse’s recommendations support such innovative collaboration, so that, as she says, the public investment in our research can add up to more than the sum of its parts?

[Justine Greening]

The Bill will help in two ways. Not only will it naturally bring the research councils together under one umbrella organisation; it will give that organisation a much more powerful voice when developing links with the business community. I know from the time I spent in industry before entering the House that the link in Britain between academia and research and business is a strong one, but one that can be strengthened further. As we consider how our country will be successful as we navigate through the Brexit process, making the most not only of our young people’s talents, but of our most world-class research institutions and the brains within them will be key.

The Bill will bring into being a new body called UK Research and Innovation that will strengthen the strategic approach to future challenges, while maximising the value of the Government’s investment of more than £6 billion a year in research and innovation. UKRI will provide a strong, unified voice for the UK’s research and innovation funding system on the global stage, cementing Britain’s world-leading position. UKRI and the Office for Students will work closely together to ensure that there is a co-ordinated, strategic approach to the funding of teaching and research in England.

--- Later in debate ---

[Mr Marsden]

I will make progress and come to the hon. Lady presently.

Long-established institutions such as Cambridge University have said quite straightforwardly that they do not support the link between the TEF and fees. Cambridge University states:

“it is bound to affect student decision-making adversely, and in particular it may deter students from low income families from applying to the best universities”.

No wonder the Government’s equality analysis had to resort to newspeak, saying that

“TEF is expected to benefit students regardless of their… characteristics”,

in an attempt to meet their public equality duty.

[Mike Wood]

Will the hon. Gentleman give way?

[Rebecca Pow]

rose—

Oral Answers to Questions

Mike Wood Excerpts

Tuesday 3rd May 2016 Commons Chamber

[Sajid Javid]

I agree with the hon. Gentleman in that I, too, want to see a future for steelmaking in Wales, and we are doing everything that we can to help with that. He mentioned the management buyout proposal. We are taking a very careful look at that, and would, of course, be willing to work with those involved.

[Mike Wood (Dudley South) (Con)]

What action is my right hon. Friend taking to help UK steel suppliers to win Government contracts, and to ensure that small and medium-sized enterprises in the supply chain benefit from those opportunities?

[Sajid Javid]

That is a good question. As my hon. Friend will know, we have already changed procurement rules so that they can take economic and social factors into account. We are also making the pipeline of deals much more visible, and targeting that at SMEs in particular.

Education and Adoption Bill

Mike Wood Excerpts

Tuesday 23rd February 2016 Commons Chamber

[Mike Wood (Dudley South) (Con)]

Is it the shadow Minister’s party’s policy to retain existing academies? We are a little confused as to where it currently stands on the issue of the academy system.

[Nic Dakin]

There is absolutely no confusion. We are just arguing that, whatever title there is above the door to the school—academy, free school, maintained school, university technical college or whatever—the same rules should apply, and all those rules should recognise the importance and the role of parents.

Labour believes that all schools should be treated equally. There should not be preferential treatment of schools that are academies compared with maintained schools when either are failing or coasting. Academies that are failing should have no more rights than maintained schools that are failing. There should be a level playing field for children, parents and communities, whatever the structure of the school. Labour believes that a partnership with parents is key to a strong education system, which is why we continue to argue that when their child’s school is to academise or the academy’s sponsor is to be changed, parents should be consulted.

Lords amendment 1 agreed to.

Lords amendments 2 to 6 agreed to.

After Clause 12

Amendment (a) proposed to Lords amendment 7.— (Nic Dakin.)

Question put, That the amendment be made.

Student Maintenance Grants

Mike Wood Excerpts

Tuesday 19th January 2016 Commons Chamber

[James Cartlidge]

That is absolutely right.

The principle that the beneficiary pays is about not getting the poorer working-class people who have chosen not to go to university to pay for the education of others who will go on to earn significantly more than them. That is a fair principle, and that is why this is about fairness.

The key reason why I support the measure is that it is about the quality of the education. What really matters to the student from a disadvantaged background is that they achieve an excellent degree that enables them to earn a good salary and get on in life. That is the single most important thing. If universities are well funded, students will have more chance of a good-quality degree. I also believe profoundly that when people pay for something—when they contribute—they take it more seriously and therefore get more out of it. [Interruption.] SNP Members are laughing. I am delighted to see so many of them, because only two or three of them were here yesterday when we were discussing the crisis in North sea oil. I was quite surprised about that.

My hon. Friend the Member for Elmet and Rothwell talked about his experience. Before I came to this House, I ran a small business as a mortgage broker. For many years, we were very fortunate to have an exclusive arrangement with Britannia building society for a range of graduate mortgages called Graduate Network. Having seen thousands upon thousands of applications from graduates—many of whom, I am pleased to say, went on to buy a home—I never failed to be astonished that the more debt they had, the higher their earnings were. That was often because they had undertaken professional studies. Those who had had professional studies loans from the banks and gone on, for example, to do law and study at the Bar had the highest earnings.

Of course we do not want people to have ridiculously high debts. That is why, as my hon. Friend said, the debts would be cancelled after 30 years if not repaid. However, we have to get our heads around the key point that what really matters is the quality of the education that our students have.

[Mike Wood (Dudley South) (Con)]

Does my hon. Friend agree that extending the system of finance so that more part-time and postgraduate students can receive funding is helping social mobility and providing greater opportunities for people who would otherwise not be able to have access to higher or postgraduate education?

Children in Care

Mike Wood Excerpts

Thursday 7th January 2016 Commons Chamber

[Lucy Allan]

My hon. Friend makes an important point. Some families are under the radar, do not approach professionals for help and are missed. We must be extremely careful. That is why it is such a difficult judgment to make.

Kinship carers perform an invaluable role. Placing a child with a grandparent or a member of an extended family is, in my experience, often overlooked as an option. There is always a stronger focus on adoption. I urge the Minister to consider more support for kinship carers and to continue to encourage local authorities to see kinship care as often being in the best interest of the child. It allows the child to stay with siblings in a familiar context. Relatives are often dismissed as inappropriate because of their connections with the child’s natural parent who is found wanting.

[Mike Wood (Dudley South) (Con)]

Does my hon. Friend agree that part of the problem is that local authorities’ rush towards adoption makes it more difficult for grandparents to go through the process and demonstrate that they are properly equipped and suited to look after their grandchildren?

[Lucy Allan]

I thank my hon. Friend for that intervention and I am delighted that he makes that point.

No family is perfect—it is about good-enough parenting and the sense of belonging and identity that is irreplaceable for any child. I urge the Minister to support the Family Rights Group so that parents can have access to free and independent advice at an early stage in any investigation against them.

--- Later in debate ---

[Mike Wood (Dudley South) (Con)]

I thank the right hon. Member for Kingston upon Hull West and Hessle (Alan Johnson) and my hon. Friend the Member for Telford (Lucy Allan) for securing this important debate. My hon. Friend speaks from more direct and personal experience than any of us would like to have. Nobody could have a higher opinion of and greater respect for social workers and child protection officers than I do. At the time I was born, my mother was running a local authority children’s home in central Birmingham, so the first years of my life were spent living in that home. Even at that age, I was able to see daily the dedication, care, commitment and love shown by the workers in that children’s home, but I also know that even the most compassionate and dedicated social worker cannot possibly replace the care and love of a family. That is why we must do everything we can, where possible—where there is no threat of abuse or serious neglect—to help keep families together.

It seems that the pendulum has swung too far towards an assumption that where any kinds of concern are raised, one option on the table is to take a child into care. We desperately need to address that. Nobody would argue against removing a child from an environment where it is at risk of abuse or serious neglect, but in too many of the cases we see at our surgeries that is simply not the assessment that is being made.

Shortly before Christmas, I came across a constituency case which appeared to me, having read the magistrate’s report, to be based primarily on a chaotic lifestyle in an untidy house. Those issues clearly need addressing, but they were not serious threats to the welfare of the children or certainly to their safety. If more support could be put in place to help with those issues, it must be better for the families, particularly for the children, and much more economic for local authorities and for the Government.

One aspect of the care system that has not yet been referred to is how we approach the mental health of parents. A lot of extremely valuable work has been done by a number of Members, particularly the right hon. Member for North Norfolk (Norman Lamb), who is no longer in his place, and my hon. Friend the Member for Halesowen and Rowley Regis (James Morris), in establishing the principle of parity of esteem between physical and mental health. However, that approach is simply not being taken where the care system and assessments about taking children into care are concerned. Children are being taken into care when parents are suffering from mental illnesses, whether that relates to depression or other mental health issues.

Yesterday, a former Labour councillor in my constituency wrote to me to highlight a case that she had been involved with in the past. It concerned a mother of three young children who had nursed her husband through the advanced stages of cancer. Sadly her husband did pass away, the mother struggled to cope, as many of us would, and the three children were taken into care. Rather than making sure that the mother received the support she needed to look after the children or to find a temporary solution, the children were taken into care. The mother therefore lost not only her husband but her children, and not only did the three children lose their father, but in a short period of time they were taken away from their mother. They were put into care out of borough, so they were at a different school and they had, in effect, lost their friends, too. This really matters because, as has been said, on any metric we can measure, the outcomes for children in care are significantly worse than they are for the population as a whole. That applies in respect of employment, housing, the criminal justice system and educational achievement, and it has to be because of the thing we cannot measure: the enormous psychological and emotional impact of taking children away from their families. The safety and welfare of children must come first, but I do not think that always applies—

[Mr Speaker]

Order. I call Fiona Mactaggart.

Oral Answers to Questions

Mike Wood Excerpts

Monday 30th November 2015 Commons Chamber

[Mr Gibb]

I am grateful to the hon. Lady for raising that matter with me. I will, of course, look at the case in detail and write to her.

[Mike Wood (Dudley South) (Con)]

11. What steps the Government is taking to give parents a greater say in access to holiday and wrap-around care.

[The Parliamentary Under-Secretary of State for Education (Mr Sam Gyimah)]

Childcare is the key issue for many parents, not just for under-fives, but for all children. That is why my right hon. Friend the Secretary of State announced in October that parents will be granted a new right to request wrap-around or holiday childcare at their school. Childcare providers will also be given the right to request the use of school sites outside school hours to provide this care.

[Mike Wood]

Flexibility is key in the provision of childcare, for both school-age and pre-school children. Can the Minister assure my constituents that, as the Government extend childcare provision, they will allow for greater flexibility over things such as drop-off and pick-up times?

[Mr Gyimah]

The autumn statement set out the record levels of funding available to deliver our pledge of 30 hours of free childcare. As working fathers, my hon. Friend and I know that it is not just about the money; it is about flexible childcare available when it is needed. We will be consulting in the new year on ways to deliver that.

Oral Answers to Questions

Mike Wood Excerpts

Tuesday 10th November 2015 Commons Chamber

[Sajid Javid]

We can continue to make the UK as attractive as possible for manufacturers. What we have seen in the past five years is that output is up for the manufacturing sector, exports are up and jobs are up, and that is because of our long-term economic plan, which is bringing in tax cuts, investing in skills, cutting red tape and boosting exports.

[Mike Wood (Dudley South) (Con)]

Will the Secretary of State bring forward details of the package of support that will be put in place to help those workers in the black country affected by the collapse of Caparo, including 54 in my constituency, so that the skills can be retained within the black country engineering sector?

[Sajid Javid]

My hon. Friend is right to raise the issue. It is hugely important that workers who are affected by the crisis in the steel industry get whatever help can be provided. We have rolled out plans for support across the country, and we are talking to local leaders to see what more we can do.

Oral Answers to Questions

Mike Wood Excerpts

Monday 26th October 2015 Commons Chamber

[Nicky Morgan]

I like the hon. Gentleman’s thinking in some aspects of that question. He is absolutely right to say that we are serious about tackling the continued underperformance of all schools across the country. I should be clear that there has been no change in policy on grammar schools or selective education. One particular school has been given permission to expand.

[Mike Wood (Dudley South) (Con)]

What assessment have the Government made of the need for greater capacity post-16 for special educational needs such as at the excellent new Pen’s Meadow post-16 facility in Pensnett, which I had the honour of opening on Friday?

[The Minister for Skills (Nick Boles)]

I was delighted to hear from my hon. Friend about the opening of this new institution. It is incredibly important that the best possible opportunities are presented to all young people including those with special educational needs, and sometimes that is best done in institutions that specialise in that. I would be delighted to learn more and maybe visit with him at some point in the future.

Education and Adoption Bill

Mike Wood Excerpts

Wednesday 16th September 2015 Commons Chamber

That is why clause 8 removes the requirement for consultation by a school’s governing body or the proposed sponsor on whether a school should become an academy, in circumstances where the school is judged inadequate by Ofsted or where other interventions have failed to raise standards. That is why clauses 10 and 11 ensure that the local authority and the governing body of a failing school co-operate and help with the conversion process. We have seen too many instances of deliberate procrastination by people ideologically hostile to the academies programme.

[Mike Wood (Dudley South) (Con)]

Does the Minister share my concern that schools that wish to convert to academy status, such as Bromley Pensnett school in my constituency, are finding a series of obstacles being put in their way by the local authority? Will he ensure that the Bill stops local authorities blocking the improvements that are urgently needed to turn around the schools that need the most support?

[Mr Gibb]

Where a school is failing, all those blockages will be removed by the provisions in the Bill. Where a school is good and wants to convert to academy status—the governing body wants the freedom to help the school not only to flourish itself, but to start helping other schools—I am afraid that the Bill still requires consultation with the community, because we think that is the right approach.

The Bill recognises that in limited cases there is a need to consult on the future sponsor for schools that are eligible for intervention. In the case of foundation or voluntary aided schools judged inadequate by Ofsted, clause 9 ensures that the Secretary of State must consult the trustees, the foundation and, for religious schools, the appropriate religious body about the identity of the sponsor proposed by the Secretary of State. In the case of a church school, a diocesan or church school-led multi-academy trust will be the solution in the vast majority of cases.

The Government are firmly committed to enabling diocese and church schools to protect and sustain their ethos. For example, where a Church of England diocese lacks the capacity to sponsor a school at the time it needs support, we may, with the involvement of the diocesan board of education, look to a non-church sponsor. In such situations we will ensure that the arrangements that the sponsor enters into will safeguard the religious character and ethos of the school. We will continue to work closely with the Churches on appropriate arrangements. I am grateful to the Second Church Estates Commissioner, my right hon. Friend the Member for Meriden (Mrs Spelman), for our discussions on that issue.

Many of the Opposition’s amendments attempt to introduce what I believe to be unnecessary consultations, appeals and processes. Our manifesto was clear that we would be unwavering and swift in tackling failing schools and ensuring an excellent education for all children. By contrast, the amendments would serve only to aid the delaying tactics and obstruction that some ideological opponents of academies attempt to pursue—I assume that is now the whole Labour party, or at least the members who paid £3 to join and now control it.

I turn now to amendment 11, tabled by my hon. Friend the Member for Altrincham and Sale West (Mr Brady) and other right hon. and hon. Friends. It would give the Secretary of State two new powers to extend academic selection. First, when a failing school became an academy under clause 7, the Secretary of State would have an additional power to allow the school, and therefore also the new academy, to select its pupils on the basis of ability, if requested to do so by a local authority or admission forum. Secondly, the amendment proposes to give the Secretary of State the power to make an order allowing selective arrangements in any maintained school, when requested to do so by the relevant local authority or admission forum. It does so by amending section 104 of the School Standards and Framework Act 1998, which currently prohibits selective grammar schools unless they were already selective before 1997.

Grammar schools have made a remarkable and sustained contribution to education in this country. They provide an exceptional education to their pupils. In 2014, 96.8% of pupils in the 163 grammar schools achieved an average of at least five GCSEs at grades A* to C including English and mathematics, and 87% of pupils at grammar schools were entered for a foreign language GCSE. This strong academic ethos—a rigorous curriculum and the highest expectations for every child—has been at the heart of the Government’s reforms. Harold Wilson hoped that a comprehensive education system would create a “grammar school for all”, but as Sir Michael Wilshaw, the chief inspector of schools, has pointed out, the reality was quite different. Several of the grammar schools converted into comprehensives suffered a precipitous decline in standards and, in many cases, a rejection of the value of a strong academic education.

The whole thrust of our education reforms is a determination to ensure that every school delivers the type and standard of education found in the 163 grammar schools. That is why we introduced a new national curriculum, which is more knowledge based and academically rigorous. The new primary curriculum is designed to ensure that every pupil is ready for a more demanding secondary education. For example, pupils are now expected to master times tables to 12 x 12 by the end of year 4, instead of to 10 x 10 by the end of year 6. Punctuation, grammar and spelling are now explicitly taught and tested, and dictation—the art of writing practice—is now part of the statutory national curriculum.

We are reforming GCSEs and A-levels. The new GCSEs are more demanding, and are no longer modular—all exams are taken at the end of a two-year course. Several of these new qualifications are being taught for the first time in schools this academic year. The new maths GCSE places greater emphasis on mathematical fluency and deep understanding, and includes new content to improve progression to A-level—on, for example, rates of change and quadratic functions. For GCSE English literature, pupils will now be required to study a broader range of texts, including at least one Shakespeare play in full and a 19th-century novel. The new history A-level will require students to study topics from a period of at least 200 years. The new science A-level includes strengthened mathematical and quantitative content—for example, understanding standard deviation in biology and the concepts underlying calculus in physics.

In the previous Parliament, we introduced the English baccalaureate performance measure, showing the proportion of pupils in a school entering and achieving a good GCSE in English, maths, science, history or geography, and a foreign language. The result has been a substantial increase in the proportion of young people taking these core academic subjects, from 23% in 2012 to 39% last year. We are going further, with this September’s new year 7 the first to be required to study the full combination of EBacc subjects to GCSE.

Oral Answers to Questions

Mike Wood Excerpts

Monday 20th July 2015 Commons Chamber

[Mr Gyimah]

We need to consult widely to understand the issues, but what we do know is that, around the country, the funding for schools with the same characteristics are based on historical allocation, rather than on the needs of either the school or the pupil.

[Mike Wood (Dudley South) (Con)]

T7. Too many families in Brierley Hill and Wordsley in my constituency are unable to secure places at local schools. What plans do the Government have to meet demand for places in Dudley South?

[Mr Gyimah]

Supporting local authorities to deliver sufficient places is one of this Government’s top priorities. Dudley local authority has been allocated £8.9 million of basic need funding for the period 2015-18. This will help to create the places required.